LESSONPLANTEMPLATE

YourName:MonicaRosales
TitleofLesson:$2aDay
Grade:6th

STANDARDS

6.MP.6 Attend to precision. Mathematically proficient students

clearly communicate to others using appropriate mathematical
terminology, and craft explanations that convey their reasoning.
When making mathematical arguments about a solution, strategy,
or conjecture, they describe mathematical relationships and
connect their words clearly to their representations. Mathematically
proficient students understand meanings of symbols used in
mathematics, calculate accurately and efficiently, label quantities
appropriately, and record their work clearly and concisely.

6.RI.7 Integrate information presented in different media or formats

(e.g., visually, quantitatively) as well as in words to develop a
coherent understanding of a topic or issue.

6.SL.2 Interpret information presented in diverse media and

formats (e.g., visually, quantitatively, and orally) and explain how it
contributes to a topic, text, or issue under study.

LESSONSUMMARY/OVERVIEW

Thepurposeofthislessonisforstudentstobuildanunderstandingofglobalpovertybydiscoveringwhatits
liketoliveon$2aday.Thislessonisrelevanttosustainabilitybecauseithasstudentsthinkingabouthalfof
thepopulationthatlivesonlessthan$2.50aday.

OBJECTIVES
Studentswillbeabletodeterminehowtospend$2adaybyusingtheBlacklineMaster1.
Studentswillbeabletocalculatematerialsneededwithonly$2intheirpocket.
studentswillbeabletoevaluatethepossibilityoflivingon$2aday.

ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?
Studentswillbeabletoanswerthesequestionsbasedoffstatisticsreadtothem.
HowdidtheseStatisticsmakeyoufeel?
Whywasthispovertyactivityimportant?
Whatdiditteachyouaboutpoverty?

PREREQUISITEKNOWLEDGE
Studentswillneedtoknowhowitliketoliveinpovertyinothercountries.Iwillreferbacktothevideowe
watchedinDay2ofthelesson.(https://www.youtube.com/watch?v=KX8mmJ3o80Y )

MATERIALS
Pencils
Paper
BlacklineMasterSheet.

VOCABULARY/KEYWORDS
Poverty
Statistics

TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):

1. Ask students what they remember about the video from Day 2.
2. Have Students answer what basic needs the girl in the video needed
and tell the student today they are going to experience how her life is
really like.
3. Distribute the BLACKLINE MASTER SHEET to each student.
4. Explain to the class that all they have are the clothes on their backs
and $2 that they have earned from working. Tell them that they have
to make it through the day on this $2. Ask students to look at B.L.M.1
and budget their money to purchase product(s) in order to fulfill their
needs for the day. Encourage students to brainstorm ideas and
solutions amongst each other.
5. When each student has completed B.L.M.1, go around the room and
ask each students to explain their decision making process and the
items they decided to purchase.
6. After this discussion ask students the following suggested questions: -
Is it possible to live on $2 a day? - What problems did you encounter? -
Are there any solutions?
7. Explain to students that around the world three billion people live on
less than $2 a day. These people have barely enough money to survive
from day to day which robs them of their personal freedom.
8. Read the following statistics to the students: - One-third of deaths
some 18 million people a year or 50,000 a dayare due to poverty-
related causes. - 600 million of the worlds children live in absolute
poverty. - 800 million people go to bed hungry every day - Every year,
almost 11 million children die before their fifth birthday. Thats 30,000
children a day. Most of these children live in developing countries and
die from a disease or a combination of diseases that could be
prevented or treated if the means were there. Sometimes, the cause is
as simple as the lack of antibiotics for treating pneumonia or oral
 rehydration salts for diarrhea. Malnutrition contributes to over half of
these deaths.
9. After hearing these facts ask students the following suggested
questions: - How did these statistics make you feel? - Why was this
poverty activity important? What did it teach you about poverty?
10. Before concluding this activity ensure students are aware of
poverty and its implications.

RESOURCES
FiveDaysforFreedom.(2011,August18).FreedomfromPoverty.Retrievedfromhttp://sse.asu.edu/wp
content/uploads/2015/09/freedomFromPoverty.pdf
WAYSOFTHINKINGCONNECTION

Thislessonconnectswithvaluesthinkingbecausestudentshavetothinkaboutwhatobjectsaremore
importanttobuy.Theyallhavedifferentbackgroundsandaregoingtostruggletomakethebestfinancial
decision.